Factors Influencing Public Primary Schools’ Implementation Of Digital Literacy Program

Abstract

The purpose of this study was to evaluate the factors that influence public primary schools’ implementation of digital literacy program in Nakuru North Sub County, Nakuru County, Kenya. Chapter one of the study gave a comprehensive background of European countries (Canada, US, Denmark, Finland, Portugal, Sweden, Australia and Ireland) as countries that have integrated information and communication technologies into schools and have increased practice-based teaching in schools. The study also cited major impediment to using ICT in Africa to enhance teaching and learning. These include lack of qualified teachers, poverty, lack of funding for teachers’ salaries, the exponential rise in student population in the last two decades and increasing numbers of teachers becoming afflicted by HIV/AIDS. A background on East African countries was presented with a focus on Tanzania where a curriculum for the teaching of ICT as a discrete subject in primary schools exists unlike in Kenya and Uganda. Implementation of ICT policies in schools was cited as a cause for concern. The chapter also gave a detailed statement of the problem with respect to objectives of the study which were school policy on ICT use, school leadership, teachers’ competence and infrastructure that were identified. It also outlined the research questions the study sought to answer. The significance of the study to the school managers, the government officials in ministry of Education and donors regarding ICT was highlighted. Basic assumptions of the study were stated. Limitations of the study under survey research design were examined. The scope of the study was examined under delimitations of the study. Chapter two gave a review of related literature based on themes developed from objectives and that captured factual information on adoption and use of digital technologies. The theory used in the study was the Social Development Theory (1962) by Lev Vygotsky. The chapter reviewed a knowledge gap which the research study sought to fill. The chapter ended with a summary of literature review. Chapter three was concerned with the methodology that was used in the study. This chapter described a target population of 88 respondents in Nakuru North Sub County, Nakuru County. A sample size of 20 schools was sampled from a target population of 44 public primary schools in Nakuru North Sub County. Stratified random sampling was used to categorize schools in zones in Nakuru North Sub County. Simple random sampling was used to select schools from each stratum hence 10 public primary schools were selected from Bahati zone, 6 schools from Dundori zone and 4 schools were selected from Solai zone respectively. A total of 40 respondents were sampled. Data was collected by use of interview schedules directed to School Head teachers and questionnaires to ICT/curriculum teachers. Validity of the questionnaires was ensured through judgment of experts, asking a series of questions, and looking for the answers in the research of others. Validity was also ascertained by ensuring the sampling techniques were free from bias by giving each subject an equal opportunity to score, comprehensive questionnaires that covered all the variables being measured and comparison between the conceptual frame work (researcher’s variables) and theoretical framework (what has been said by others). Reliability was established through test and re-tests method during pilot study. Data analysis used both inferential and descriptive statistical techniques. The data in the filled up questionnaires was checked for errors, coded and analyzed using descriptive statistical techniques. Statistical Package for Social Sciences (SPSS) for Windows was used for data analysis. The results were presented in tables supported by some discussions. Research findings on use of school policy on ICT use included written statements, regular discussions with teachers and programs to promote cooperation and collaboration among teachers and students. School leaders believed that computers should be used by students to do exercises and to develop their thinking skills. Schools were not adequately equipped with infrastructure. They lacked connectivity to networks. Many Conclusions, recommendations and suggestions for further research have been made.